Post on 18-Sep-2020
TOOLKIT FOR ASSESSING THE
PROMOTION OF SELF-
EFFICACY (O1)
PART 1 - STEAM4U MODEL TOOLS
The STEAM4U project has been supported by the Erasmus+ programme of the European Union
(Project reference 2016-1-ES01-KA201-025633).
However, the European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the authors, and the
Commission cannot be held responsible for any use which may be made of the information
contained therein.
“Toolkit for assessing the promotion of self-efficacy. Part 1, STEAM4U model tools” has been
created by Carme Grimalt-Álvaro and Digna Couso from CRECIM – Centre for Research in
Science and Mathematics Education.
Is distributed by a Creative Commons license
Attribution - Non Commercial - No Derivatives 4.0 International
https://creativecommons.org/licenses/by-nc-nd/4.0/
Recommended Citation:
Grimalt-Álvaro, C.; Couso, D. (2018). Toolkit for assessing the promotion of self-efficacy. Part 1,
STEAM4U model tools
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
1
CONTENTS
CONTENTS ................................................................................................................ 1
MODEL TOOLS FOR 10-14-YEAR-OLD TEENS .............................................................. 3
THEORETICAL PERSPECTIVE ABOUT THE OUTPUT .................................................................... 3
CONSEQUENCES OF AN UNBALANCED SITUATION .................................................................. 3
MOVING ON FROM ATTITUDES TOWARD STEM TO STANCE ON STEM: A NEED FOR A MORE
COMPREHENSIVE VIEW ............................................................................................................. 4
DEFINING STANCE ON STEM ..................................................................................................... 5
SELF-EFFICACY IN STEM AS PART OF STEM STANCE ................................................................. 6
Gender differences in self-efficacy in STEM .......................................................................... 6
Socioeconomic and ethnic differences in self-efficacy in STEM ........................................... 7
STEAM4U QUESTIONNAIRE FOR TEENS ..................................................................... 9
OVERVIEW OF THE KIDS’ QUESTIONNAIRES ............................................................................. 9
Instructions .......................................................................................................................... 10
PRE- QUESTIONNAIRE FOR PARTICIPANT CHILDREN .............................................................. 11
Introduction ........................................................................................................................ 11
POST-QUESTIONNAIRE FOR PARTICIPANT CHILDREN ............................................................. 25
INTERVIEW GUIDELINES FOR TEENS (POST-EVENT INTERVIEW) ............................... 38
INTERVIEW GUIDELINES .......................................................................................................... 38
INTERVIEWING PARTICIPANT CHILDREN................................................................................. 38
Introduction and initiative monitoring ................................................................................ 38
Assessment of self-efficacy in STEM ................................................................................... 38
Teen identity (optional) ....................................................................................................... 39
Interest in STEM (optional) ................................................................................................. 40
DIARY MODEL FOR TEENS ....................................................................................... 41
DIARY MODEL FOR PARTICIPANT KIDS .................................................................................... 41
STEAM4U QUESTIONNAIRE FOR EDUCATORS.......................................................... 44
OVERVIEW OF THE TEACHERS’ QUESTIONNAIRES .................................................................. 44
Instructions .......................................................................................................................... 46
PRE QUESTIONNAIRE FOR PARTICIPANT TEACHERS, VOLUNTEERS AND/OR STEM EXPERTS 47
Introduction ........................................................................................................................ 47
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
2
POST-QUESTIONNAIRE FOR PARTICIPANT TEACHERS, VOLUNTEERS AND/OR STEM EXPERTS
................................................................................................................................................. 58
INTERVIEWING GUIDELINES FOR EDUCATORS ......................................................... 72
INTERVIEW GUIDELINES .......................................................................................................... 72
INTRODUCTION AND INITIATIVE MONITORING ...................................................................... 72
ASSESSMENT OF SELF-EFFICACY IN STEM ............................................................................... 72
DIARY MODEL FOR EDUCATORS.............................................................................. 74
INSTRUCTIONS......................................................................................................................... 74
DIARY MODEL FOR PARTICIPANT PARENTS ............................................................................ 74
STEAM4U QUESTIONNAIRE FOR PARENTS .............................................................. 78
OVERVIEW OF THE PARENTS’ QUESTIONNAIRES .................................................................... 78
Instructions .......................................................................................................................... 79
PRE QUESTIONNAIRE FOR PARTICIPANT PARENTS ................................................................. 81
Introduction ........................................................................................................................ 81
POST-QUESTIONNAIRE FOR PARTICIPANT PARENTS .............................................................. 88
INTERVIEWING GUIDELINES FOR PARTICIPANT PARENTS IN STEAM ACTIVITIES ....... 98
INTERVIEW GUIDELINES .......................................................................................................... 98
INTRODUCTION AND INITIATIVE MONITORING ...................................................................... 98
ASSESSMENT OF SELF-EFFICACY IN STEM ............................................................................... 98
DIARY MODEL FOR PARTICIPANT PARENTS OF STEAM ACTIVITIES ......................... 100
INSTRUCTIONS....................................................................................................................... 100
DIARY MODEL FOR PARTICIPANT PARENTS .......................................................................... 100
BIBLIOGRAPHY ..................................................................................................... 104
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
3
MODEL TOOLS FOR 10-14-YEAR-OLD
TEENS
THEORETICAL PERSPECTIVE ABOUT THE OUTPUT
In the past decades, a strong concern about the absence of women, socio-economically deprived
students and some ethnic collectives in the STEM (Science, Technology, Engineering and
Mathematics) has been raised. Throughout the past years, several studies have been reporting
inequalities among these collectives. For example, although in all Member States of the
European Union there were more women among tertiary education graduates than men (58%
of graduates were women at EU level), male dominated engineering, manufacturing and
construction-related studies (where men accounted for 73% of the graduates in the field), as
well as science, mathematics and computing studies (58%) (Eurostat Press Office, 2016). Except
for the health and welfare field, in which 75% of the graduates are female (Eurostat Press Office,
2016), evidences show a strong absence of women in the STEM field, compared to the total
distribution of the population (Macdonald, 2014). Moreover, at the top 40 college science and
mathematics departments of the United States of America, Blacks, Hispanics, and Native
Americans represent less than 5 percent of tenured faculty (Lewis, Miller, Piché, & Yu, 2015).
Similar results can be found regarding the socio-economic level: students from lower socio-
economic backgrounds would be under-represented in STEM fields, especially for Physical and
Mathematical Sciences, and Engineering and Technology fields (Campaign for Science &
Engineering, 2012). And if these factors intersect with themselves (i.e. Black girls, ethnic
minorities from low socio-economic backgrounds…), resulting inequalities are worsened (Brown
& Leaper, 2010; Ireland et al., 2018; Ro & Loya, 2015).
In this first part of the output, some theoretical perspectives on the state of the art are provided.
Special attention has been paid to the definition of self-efficacy and its relation with other
variables, such as gender and socioeconomic background. This framework is expected to
contribute to the refinement of further actions, such as training and activities.
CONSEQUENCES OF AN UNBALANCED SITUATION
Three are the main consequences of this unbalanced situation: First of all, only a certain
“privileged” group of people (white, male, middle-class and brainy) will mainly have access to
the future STEM professional jobs. Thus, there will systematically be a group of people who will
not have access to the increasing demand of STEM occupations (European Commission, 2015),
endangering their employability and integration into the society. Secondly, the quality of
research and innovation critically diminishes, because serious gender, ethnic and socio-
economic biases go unnoticed when there is only a homogeneous group of people in charge of
these processes (Commission of the Status of Women, 2014; European Commission, 2013). For
example, in engineering, assuming a male default can produce errors and delays in providing
reliable access to clean water in many countries. Because water procurement is women’s work,
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
4
many women have detailed knowledge of soils and their water yields. In medicine, not
recognizing osteoporosis as also a male disease delays diagnosis and treatment in men. In city
planning, not collecting data on caregiving work leads to inefficient transportation systems
(European Commission, 2013). And thirdly, by age 14, the way most children think and position
themselves about STEM, that is, their STEM stance, have become well established (Archer et al.,
2010). This imply that at this age, there is a considerable number of students who consider
themselves not STEM persons, refusing to engage in subsequent STEM activities. Particularly,
under-represented groups in STEM are almost three times more likely than advantaged students
not to attain the baseline level of proficiency in science (OECD, 2016b), which means that they
will have serious problems for using their STEM skills in their daily lives. In an increasing digital
society, in which crucial scientific debates are expected to involve the participation of the
population in decision-making processes (e.g. renewable energies, genetics…), a poor STEM
literacy will act as a severe agent of social exclusion, even if young people do not want to pursue
post-obligatory studies of STEM.
Consequently, a deep understanding of which factors ultimately influence the way young people
stand on STEM will give us a key to break these inequalities and provide opportunities for all.
MOVING ON FROM ATTITUDES TOWARD STEM TO STANCE
ON STEM: A NEED FOR A MORE COMPREHENSIVE VIEW
In the past decades, there was a significant amount of research about students’ attitudes toward
science or other STEM subjects. This concept was defined by Osborne, Simon, and Collins (2003)
as the feelings, beliefs and values a person held about an object that may be the enterprise of
science, school science, the impact of science on society or scientists themselves. Other
researchers have defined attitudes toward STEM as the feelings that a person has about an
object, based on their beliefs about that object (Kind, Jones, & Barmby, 2007). However, in these
definitions we observed some ambiguities of meaning and a lack of definition of the most
fundamental research concepts, also acknowledged by Krogh and Thomsen (2005): what
defined a feeling or a belief? How these feelings/beliefs about STEM are build? Is there a
difference between girls or boys, students with different socio-economic or ethnic background?
These aspects reveal a need to define which factors affect to students’ stance on STEM and
understand and research students’ stance on STEM from a more comprehensive and cultural
perspective, considering what the literature has said about the formation and development of
significant construct such as identities and self-perceptions.
For these reasons, and in order to emphasize these considerations, we propose to move on from
the concept attitudes toward STEM to stance on STEM. Hence, the aim of this paper is to provide
an inclusive and summarized perspective of the impact of different factors on students’ stance
on STEM and the instruments used to measure them. Our ultimate desire is to contribute to the
design of future actions aimed at raising equity in STEM and increase their impact.
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
5
DEFINING STANCE ON STEM
We propose to define stance on STEM as the way a person thinks about and publicly expresses
their opinions about STEM-related topics and activities based on their interests, aspirations, self-
efficacy, capacity and identity about STEM. In a first analysis of the literature to define which
elements or variables were comprised, we identified and classified all factors with a proven
impact on students’ decisions or opinions about STEM and STEM studies into two big groups: a)
contextual factors (which are mostly external to the individual, such as the type of STEM
education received at school) and b) personal factors (which directly imply the subject, such as
interest in STEM). Many relevant studies consider the relevance of contextual and personal
factors, such as the work of Archer, Dawson, DeWitt, Seakins, & Wong (2015) and Wong (2016)
defining science capital to predict students’ aspirations in STEM, drawing in parental science
qualifications among other personal and contextual factors. Although these researches have
cast much new light on the issue of under-represented groups in STEM education, in our
framework we believe that students’ stance on STEM should be narrowed to those factors who
can be targeted through direct actions and use contextual factors in a secondary level, as
providers of context. However, our aim when defining stance on STEM was to provide an
operational definition to facilitate the evaluation of the impact of educational initiatives on
students. Thus, although we also acknowledge the influence of contextual factors, in our
framework we propose to consider only those ones who could be easily targeted through direct
actions with young people.
Personal factors have been approached through the study of different variables like interest,
aspirations, identity, capacity or achievement in STEM (Figure 1). Recent researches point out
the need to also consider the influence of a new construct: self-efficacy in STEM (Rittmayer &
Beier, 2009). This construct allows to re-conceptualize the internal processes that lead to young
people to express a particular stance on STEM and to consider different new strategies that can
be useful for changing the positioning of young people for STEM.
Figure 1. Representation of the considered variables influencing stance on STEM
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
6
SELF-EFFICACY IN STEM AS PART OF STEM STANCE
Self-efficacy beliefs are part of a broad non-cognitive factors, such as motivation, and support,
to which attention has been recently paid for their critical role in student development of their
stance on STEM (Williams & George-Jackson, 2014). Self-efficacy refers to beliefs in one's
capabilities to organize and execute the courses of action required to manage prospective
situations (Albert Bandura, 1995). Thus, self-efficacy in STEM refers to beliefs in one's
capabilities to accomplish a particular STEM task at a one designated level, which it is different
that the real capacity for accomplishing this particular STEM task. In this sense, students can
value their own abilities to perform a particular STEM task despite having demonstrated the
same achievement, and these self-efficacy beliefs deeply configure their perceptions about their
personal value for STEM or not. In other words, self-efficacy influence students’ behaviour in
engaging and pursuing STEM activities. The higher students’ perceived their own efficacy, the
greater the interest they have in STEM activities, and the wider the career options they seriously
consider pursuing (Albert Bandura, 1993). Thus, having a strong sense of self-efficacy results in
people having the capacity to deal with challenges they encounter, which is highly relevant to
have an actual success (Williams & George-Jackson, 2014).
People differ in the areas in which they cultivate their efficacy and in the levels to which they
develop it even within their given pursuits (Albert Bandura, 2006): One can believe that he or
she will be very capable of solving a particular math problem but not able to solve another one,
or to explain to a big audience how he or she has managed to solve it. For this reason, self-
efficacy beliefs in STEM need to be tailored to a particular domain and task (Albert Bandura,
2006), although in this article we consider them as a group, to simplify the reading. However, it
is worth to note that when different spheres of activity are governed by similar sub-skills, some
interdomain relation in perceived efficacy has been observed (Albert Bandura, 2006). From
these perspective, educational interventions emphasizing these common competences or
practices between disciplines, such as the new framework K-12 Science Education of the
National Research Council (2012), would hold promising effects in stablishing positive synergies
in the development of self-efficacy in STEM.
Finally, although self-efficacy beliefs are inherently future-oriented -they refer to my beliefs in
my own success or failure when doing a particular task-, these expectations are in large part
results of self-schemas that are created from their earlier experiences -I know I will be successful
because I have successfully carried out similar tasks- (Bong & Skaalvik, 2003). These results
highlight the need to provide students with not one, but multiple experiences of success when
participating in STEM activities as a key strategy to shift and improve their self-efficacy in STEM
(Bryant, 2017; Zimmerman, 2000). Moreover, it also points out the need to undertake these
actions at early ages in which self-schemas are in initial stages of formation. The older a student
is, the more informed and rooted their self-schemas will be and the more difficult will be to
change their perceptions about their own capacities.
Gender differences in self-efficacy in STEM
Although differences in boys’ and girls’ STEM performance in international tests such as PISA are
similar, especially in the science field (OECD, 2016a), it is been extensively reported that girls’
self-efficacy beliefs in STEM are lower than their male peers (Albert Bandura, 1993). Girls assess
their science and mathematical abilities lower than do boys with similar achievements both at
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
7
school level (Bøe & Henriksen, 2013; Hill, Catherine, Corbett, & St. Rose, Andresse, 2010) and at
career or more advanced level (Glynn, Brickman, Armstrong, & Taasoobshirazi, 2011). In
contrast, boys and men tend to be more confident than girls and women in academic areas
related to mathematics, science, and Technology. Boys tend to be more self-congratulatory in
their responses whereas girls are more modest (Schunk & Pajares, 2002). Moreover, girls hold
themselves to a higher standard than boys do in these STEM subjects, believing that they have
to be exceptional to succeed in “male” fields (Hill, Catherine et al., 2010). Because of these high
standards, females may be more likely than males to be discouraged from STEM when faced
with difficulty (Bøe & Henriksen, 2013).
Differences in self-efficacy begin to emerge following children’s transition to middle or junior
high school, with girls typically showing a decline in self-efficacy beliefs in STEM (Schunk &
Pajares, 2002). This decline and gender differences in self-efficacy are very specific of the STEM
field, as there have been found other fields in which women and girls assess their learning
outcomes highly than male peers, such as the communication and teamwork skills (Ro & Loya,
2015). Moreover, the decline of girls’ self-efficacy in STEM would happen at the same time to
the decline of girls’ interest in STEM, described in previous sections, pointing the relation
between the different constructs of the stance on STEM.
Socioeconomic and ethnic differences in self-efficacy in STEM
Research consistently report a strong relationship between low level of socioeconomic
background and lower feelings of self-efficacy across a variety of domains, such as STEM, in
comparison to their high-SES counterparts (Archer et al., 2015; Albert Bandura, 1993; Becker,
Kraus, & Rheinschmidt-Same, 2017). Moreover, some studies would suggest that this trend is
perpetuated along time and classes: economic hardships can alter parents' perceived efficacy
which, in turn, affects how they raise their children and the key messages they deliver to them
(Albert Bandura, 1995). Because of this low self-efficacy, individuals from low socioeconomic
background (compared to individuals from high socioeconomic background) are more likely to
remain politically inactive when faced with a social disadvantage (Becker et al., 2017). In other
words, individuals from high socioeconomic background would have high levels of self-efficacy
and might engage in activism in order to maintain the status quo, creating and maintaining
social-class differences and inequalities (Becker et al., 2017).
Regarding ethnicity, there are no concluding studies whether this variable affects separately to
students’ self-efficacy rather than other variables than socioeconomic or gender issues. In
general, ethnic minorities generally have been also reported to have a low sense of efficacy for
STEM careers, which is also related with avoiding these kind of professional path (Albert
Bandura, 1995). However, much of the research has confounded ethnicity with social class by
comparing white children of middle socioeconomic levels with ethnic minorities from lower
socioeconomic levels (Schunk & Pajares, 2002). For example, some researches pointed out that
Asian students tend to display lower levels of academic self-efficacy beliefs than non-Asians,
even though they typically demonstrate superior academic performance (Charles, Fischer,
Mooney, & Massey, 2009). However, in a subsequent research, it was demonstrated that the
effect of gender on self-efficacy were greater than ethnicity (Ro & Loya, 2015). In other words,
the positive effect of being a man was greater for Whites than for Asians and for those from
Other ethnicities, which would explain these differences in terms of self-efficacy. In the same
sense, scholars have found self-ratings of engineering learning outcomes among Black
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
8
undergraduate women to be significantly lower than those of their White peers —a finding not
evident for Black men (Ro & Loya, 2015). Thus, and similarly to other previous constructs
considered above, ethnicity would reinforce the negative effect of other variables such as
gender and/or socioeconomic level on self-efficacy.
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
9
STEAM4U QUESTIONNAIRE FOR TEENS
OVERVIEW OF THE KIDS’ QUESTIONNAIRES
This questionnaire is addressed to 10-14-year-old kids and it is aimed at assessing:
- Their self-efficacy in STEAM and its variation from the participation of kids in an initiative
- Other variables related with self-efficacy and STEAM awareness and their variation
- The extent in which the challenge has been implemented
The questionnaire is modular in order to fit different needs of the organisation, and the modules
are the following:
A more complete explanation of the modules are given in the theoretical framework of the
project.
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
10
Instructions
Organisations are expected to choose which models best fit their needs, though some general
considerations must be taken:
- These questionnaires are designed to be used with a big sample of population. For this
reason, questions are closed. We recommend to use diaries, interview guidelines and
observational rating forms with a small sample of participants to have a deep insight of the
evolution of participants.
- Before use the questionnaires, read them carefully and modify the words you need to
better adapt them at your initiative.
- Each participant must complete two questionnaires, pre-event and post-event
questionnaires, in order to gather data to assess their evolution of self-efficacy.
- Coherence over the pre-event and post-event questionnaire must be considered. This
means that both questionnaires must have the same modules.
- Be strategic and keep the questionnaires as short as you can. Although the diverse
questions allow you to measure different aspects of self-efficacy, they are not designed to
be full used in an evaluation. A selection of the different modules should be undertaken in
order to keep the questionnaire short. Typically, each questionnaire should not last longer
than 10 minutes (that means an average of 30-40 items).
- Do not forget to include the relevant parts of the questionnaire. Some modules and
questions of the proposed questionnaires should not be suppressed when it comes to
evaluate self-efficacy in STEAM. We will highlight those parts in the following description.
- Pilot the questionnaires previously. Finally, before you use the designed questionnaire in
your organisation is important to try it first with a small sample in order to make sure
that: (1) participants totally understand the statements of each item and (2) data
gathered from the questionnaires serves to achieve your evaluation goals.
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
11
PRE- QUESTIONNAIRE FOR PARTICIPANT CHILDREN
Introduction
All the information you provide in this questionnaire will be kept anonymous and in any case
will be given to third persons, such as your teacher or your parents. Specific information about
your name or your age will only be used to track your answers before and after your
participation in the activity.
[Complete this paragraph with the necessary information for your initiative/organisation]
MODULE 1: Participant identification
- What is your age? / Provide your date of birth
- What is your gender? (select the best option)
Female Male Others
- Provide your postal code:
[As a way to have an approximation of the socio-economic background of the children, we can
ask for the postal code]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
12
MODULE 2: Initiative monitoring
- What do you expect to find in this workshop/activity? (select the most relevant
answer)
[Complete with other possibilities, as well as other questions related with initial expectations, if
necessary]
Meet other kids
Use materials and tools that I do not have at school or at home
Have fun
Create new things
Know how things work
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
13
MODULE 3: Assessment of self-efficacy in STEAM
[Efficacy items should accurately reflect the construct. The items should be phrased in terms of
can do rather than will do (A. Bandura, 2012). Self-efficacy items usually start with “How
confident are you that you can…?” “How well can you…?” or “I am confident that I will be able
to...” (Bong & Skaalvik, 2003)]
[Self-efficacy scales must be tailored to activity domains and assess the multifaceted ways in
which efficacy beliefs operate within the selected activity domain (Albert Bandura, 2006).
Although an efficacy scale with the 0-100 is considered a stronger predictor (Albert Bandura,
2006), this questionnaire uses a 5-point Likert-type scale response format. We believe that this
5-point scale is easier to be used by teens than the 0-100 gradation, especially for those younger
ones.]
- Please, answer the following questions circling the best option
How confident are you that you are able to ask questions a phenomenon or define a problem that needs to be solved?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to plan and carry out
investigations?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to analyse and interpret data?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use mathematics and
computational thinking?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to build explanations about a
phenomenon or design solutions for
a problem?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to find evidences that helps you to reason and argument when finding the best explanation to a phenomenon or the best solution to a problem?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to obtain, evaluate, and
communicate information?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
14
How confident are you that you will be successful carrying out an
experiment/build a new thing in this
activity/workshop?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[The question is adapted from (Baldwin, Ebert-May, & Burns (1999), and the items are adapted
from the National Research Council (2012)]
- Think about your science, technology and mathematics subjects. To which extent
do you feel capable of studying these type of subjects in the future?
Biology/Geology (from 1 to 10)
Physics/Chemistry
Technology
Informatics
Mathematics
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
Perception of teacher’s beliefs about oneself (Optional question)
- I think that my teachers consider that I will be a good student of… (select the best
option)
A career related with humanities and/or social sciences
A career related with science, technology, engineer and mathematics
A career related with other type of studies
They think I am no good for studying
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
15
Parental support (optional question)
- Select your level of agreement for each statement (circle your answer)
It is important to my family that I try
my best at school
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
My parents/tutors know I am doing
well at school
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- I think that my parents consider that I will be a good student of… (select the best
option)
A career related with humanities and/or social sciences
A career related with science, technology, engineer and mathematics
A career related with other type of studies
They think I am no good for studying
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
16
MODULE 4: Assessment of other variables related with self-efficacy
(variable module)
Interest in STEAM
- To which extent do the following subjects interest you?
Subject
0
(It does not interest me at all)
1 2 3 4 5 6 7 8 9 10
(I am very interested in)
Biology/Geology
Chemistry
Physics
Technology
Informatics
Mathematics
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
I think I would like to study more
about why things happen
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think I would like to study more
about how to invent, design or build,
things
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think I would like to study more
about numbers, counting, measuring
and describing the shapes of objects
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- From the following occupations, select those ones in which you think you would
enjoy working in. You can choose a maximum of 4
Engineer
Athlete or sportsman/ sportswoman
Artist
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
17
Businessman/ businesswoman
Scientist/ researcher
Mathematician
Writer/ journalist
Politician or public servant
Security forces (firefighter or policeman/
policewoman)
Doctor or nurse
Mechanics/ building/ electricity technician
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
I like to do science, engineering
and/or mathematics activities
outside the school (for example: build a kite, do nature walks, program a game, visit a science museum, build models…)
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I like to read a book or magazine
about science, technology, engineer
or mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I like to visit websites about science,
technology, engineer or mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I like to watch TV programs about
science, technology, engineer or
mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Select your level of agreement for each statement (circle your answer)
We learn interesting things in science,
technology and/or mathematics
lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
Science, technology and/or
mathematics lessons are exciting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I look forward to my science,
technology and/or mathematics,
lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
18
Science, technology and/or
mathematics are one of my best
subjects
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Select your level of agreement for each statement (circle your answer)
It is important for my school that we
have a good level of Science,
Technology and Mathematics
Strongly
disagree
Disagree
Undecide
d
Agree
Strongly
agree
Science, technology and/or
mathematics lessons are exciting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
19
Teen identity
- From which of the following jobs do you most identify with?
Engineer
Athlete or sportsman/ sportswoman
Artist
Businessman/ businesswoman
Scientist/ researcher
Mathematician
Writer/ journalist
Politician or public servant
Security forces (firefighter or policeman/
policewoman)
Doctor or nurse
Mechanics/ building/ electricity technician
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
I get good marks at science,
technology and/or mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I learn things quickly in science,
technology and/or mathematics
lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I understand everything in my
science, technology and/or
mathematics lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I find science, technology and/or
mathematics difficult
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I feel helpless in science, technology
and/or mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
20
- Think about a person who works in a Science, Technology, Engineering or
Mathematics in terms of economic and job stability, etc. To which extent do you
like this life style? (choose a number from 1 to 10)
0
(I do not like it at all)
1 2 3 4 5 6 7 8 9 10
(I love it)
STEM lifestyle
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
I think that scientists, engineers
and/or mathematicians can make a
difference in the world
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that scientists, engineers
and/or mathematicians can make a
lot of money
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that scientists, engineers
and/or mathematicians have exciting
jobs
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that scientists, engineers
and/or mathematicians are brainy
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that scientists, engineers
and/or mathematicians are respected
by people in their country
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that scientists, engineers
and/or mathematicians are odd
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that scientists, engineers
and/or mathematicians spend most
of their time working by themselves
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that scientists, engineers
and/or mathematicians do not have
other interests
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Have you received any orientation and/or counseling in your school to help you
choose your next studies by your teachers and/or other staff? (select your answer)
Any
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
21
Little
Quite
A lot
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
For my future job it is important to
me to earn a lot of money
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
For my future job it is important to be
my own boss
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
For my future job it is important to
become famous
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Select your level of agreement for each statement (circle your answer)
For my future job it is important to me
to work with others instead of myself
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
For my future job it is important to me
to take care of people
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
For my future job it is important to me
to work with people rather than
things
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
For my future job it is important to me
to have time for a family
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
For my future job it is important to me
to have time for hobbies and other
interests
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
22
Family capital
- Select your level of agreement for each statement (circle your answer)
For my parents it is important that I
get good marks in school
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
My parents expect me to go to the
university
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
My parents want me to get a good job
when I grow up
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
My parents want me to make a lot of
money when I grow up
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- I think that my parents consider that I will be a good student of… (select the best
option)
A career related with humanities and/or social sciences
A career related with science, technology, engineer and mathematics
A career related with other type of studies
They think I am no good for studying
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
My parents think science, engineering
and/or mathematics are interesting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
My parents think it is important for
me to learn science
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
My parents would be happy if I
became a scientist when I grow up
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
23
MODULE 5: Socioeconomic variables (optional module)
[This module is highly recommended if you wish to evaluate the impact of your initiative in
students of different socioeconomic background]
- Which of the following objects do you have at home? You can select various
options
A desk/ table to study
A room only for me
An smart TV
Artwork (pictures, sculptures…)
Dictionaries
A washing machine
Classic literature
Video-cameras
A computer you can use to do school homework
Books that help you to do the homework
DVD player
Internet connexion
Home cinema
Technical books (of any subject)
Videogames or other educational software
Poetry books
A quiet place to study
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
Academic data
- What is your average marks of the following subjects…?
Subject Average grade
Biology/Geology
Physics/Chemistry
Technology
Informatics
Mathematics
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
24
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- To what extend do you agree with the following statement?
I am a good Biology/ Geology student
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am a good Physics/ Chemistry
student
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am a good Technology student
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am a good Informatics students
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am a good Mathematics student
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Alternative wording]
Other modules of EVERIS questionnaire:
Other related variables to cross-match data with socio-economic background can be accessed at
Obra Social “la Caixa,” FECYT, & Everis (2015), like the processional level of parents, the academic
level of parents, the number of books at home, the number of devices (TVs, computer, etc.)
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
25
POST-QUESTIONNAIRE FOR PARTICIPANT CHILDREN
MODULE 1: Participant identification
- What is your age? / Provide your date of birth
- What is your gender? (select the best option)
Female Male Others
- Provide your postal code:
[As a way to have an approximation of the socio-economic background of the children, we can
ask for the postal code]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
26
MODULE 2: Initiative monitoring
- To what extent you have meet your initial expectations? Rate them from 1 to 10
[Complete with other possibilities, as well as other questions related with initial expectations, if
necessary]
- Is there that you found in this workshop/activity that you did not expected
previously? Explain it:
Meet other kids
Use materials and tools that I do not have at school or at home
Have fun
Create new things
Know how things work
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
27
MODULE 3: Assessment of self-efficacy in STEAM
[Efficacy items should accurately reflect the construct. The items should be phrased in terms of
can do rather than will do (A. Bandura, 2012). Self-efficacy items usually start with “How
confident are you that you can…?” “How well can you…?” or “I am confident that I will be able
to...” (Bong & Skaalvik, 2003)]
[Self-efficacy scales must be tailored to activity domains and assess the multifaceted ways in
which efficacy beliefs operate within the selected activity domain (Albert Bandura, 2006).
Although an efficacy scale with the 0-100 is considered a stronger predictor (Albert Bandura,
2006), this questionnaire uses a 5-point Likert-type scale response format. We believe that this
5-point scale is easier to be used by teens than the 0-100 gradation, especially for those younger
ones.]
- Please, answer the following questions circling the best option
After doing the activity…
How confident are you that you are able to ask questions a phenomenon or define a problem that needs to be solved?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to plan and carry out
investigations?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to analyse and interpret data?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use mathematics and
computational thinking?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to build explanations about a
phenomenon or design solutions for
a problem?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to find evidences that helps you to reason and argument when finding the best explanation to a phenomenon or the best solution to a problem?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
28
How confident are you that you are able to obtain, evaluate, and
communicate information?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you will be successful carrying out an
experiment/build a new thing in this
activity/workshop?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[The question is adapted from (Baldwin, Ebert-May, & Burns (1999), and the items are adapted
from the National Research Council (2012)]
- Think about your science, technology and mathematics subjects. To which extent
do you now feel capable of studying these type of subjects in the future?
Subject 1 2 3 4 5 6 7 8 9 10
Biology/Geology
Physics/Chemistry
Technology
Informatics
Mathematics
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Overall, and after participating in the workshops, do you feel now more capable of doing
STEM activities? (circle the best option)
a. Yes, I feel that I am much more capable of doing science activities b. Yes, I feel I am only a little more capable of doing science activities c. No, I feel I am as capable as before of doing science activities d. No, I feel I am less capable as before of doing science activities
- In case you have answered a or b in the previous question, which of the following
characteristics of the workshop have made you feel more capable of doing science
activities
Knowing a real scientist
Doing science in a different way than in the school (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Having the opportunity to create new things
Others (please, specify):
[Complete with the necessary items]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
29
Perception of teacher’s beliefs about oneself (Optional question)
- After participating in the activity, I think that my teachers consider that I will be a
good student of… (select the best option)
A career related with humanities and/or social sciences
A career related with science, technology, engineer and mathematics
A career related with other type of studies
They think I am no good for studying
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
Parental support (optional question)
- After participating in the activity, I think that my parents consider that I will be a
good student of… (select the best option)
A career related with humanities and/or social sciences
A career related with science, technology, engineer and mathematics
A career related with other type of studies
They think I am no good for studying
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Why do you think have they made change their opinion?
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
30
MODULE 4: Assessment of other variables related with self-efficacy
(variable module)
Interest in STEAM
- After participating in the activity, to which extent do the following subjects
interest you?
Subject
0
(It does not interest me at all)
1 2 3 4 5 6 7 8 9 10
(I am very interested in)
Biology/Geology
Chemistry
Physics
Technology
Informatics
Mathematics
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
After participating in this
activity, I think I would like to
study more about why things
happen
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this
activity, I think I would like to
study more about how to
invent, design or build, things
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this
activity, I think I would like to
study more about numbers,
counting, measuring and
describing the shapes of
objects
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- From the following occupations, select those ones in which you think you would
enjoy working in. You can choose a maximum of 4
Engineer
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
31
Athlete or sportsman/ sportswoman
Artist
Businessman/ businesswoman
Scientist/ researcher
Mathematician
Writer/ journalist
Politician or public servant
Security forces (firefighter or policeman/
policewoman)
Doctor or nurse
Mechanics/ building/ electricity technician
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
After participating in this activity, I
like to do science, engineering and/or
mathematics activities outside the
school (for example: build a kite, do nature walks, program a game, visit a science museum, build models…)
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity, I
like to read a book or magazine about
science, technology, engineer or
mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity, I
like to visit websites about science,
technology, engineer or mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity, I
like to watch TV programs about
science, technology, engineer or
mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Select your level of agreement for each statement (circle your answer)
We learn interesting things in science,
technology and/or mathematics
lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
Science, technology and/or
mathematics lessons are exciting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
32
I look forward to my science,
technology and/or mathematics,
lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
Science, technology and/or
mathematics are one of my best
subjects
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Select your level of agreement for each statement (circle your answer)
After participating in this activity, I
think that science, technology and/or
mathematics lessons are exciting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity, I
will look forward to my science,
technology and/or mathematics,
lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Is there anything that made you change your opinion about your capacities doing
STEM?
Knowing a real scientist
Knowing more what science can be for
Seeing different uses of science in my life
Doing science in a different way than in the school (experimental, inquiry-based… different
methodology)
Doing science in a different environment rather than the school
Doing science with my family/parents (if applicable)
Doing science with my peers
Feeling successful doing science in this activity
The way the teacher/tutors addressed to me made me feel I could do science
Doing science with new materials
Doing science in a funnier way
Having the opportunity to create new things
Having the opportunity to try things on my own
Doing science with more professional materials/instruments
Others (please, specify):
Nothing, I have not changed my opinion
[These items need to be adapted to your initiative]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
33
Teen identity
- From which of the following jobs do you most identify with?
Engineer
Athlete or sportsman/ sportswoman
Artist
Businessman/ businesswoman
Scientist/ researcher
Mathematician
Writer/ journalist
Politician or public servant
Security forces (firefighter or policeman/
policewoman)
Doctor or nurse
Mechanics/ building/ electricity technician
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
After participating in this activity I
think now that I learn things quickly
in science, technology and/or
mathematics lessons
Strongly
disagree
Disagree
Undecided
Agree
Strongly
agree
After participating in this activity I
think now that I understand
everything in my science, technology
and/or mathematics lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that I find science,
technology and/or mathematics
difficult
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that I feel helpless in
science, technology and/or
mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
-
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
34
- Think about a person who works in a Science, Technology, Engineering or
Mathematics in terms of economic and job stability, etc. After participating in this
activity, to which extent do you like this life style? (choose a number from 1 to 10)
0
(I do not like it at all)
1 2 3 4 5 6 7 8 9 10
(I love it)
STEM lifestyle
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
- Select your level of agreement for each statement (circle your answer)
After participating in this activity I
think now that scientists, engineers
and/or mathematicians can make a
difference in the world
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that scientists, engineers
and/or mathematicians can make a
lot of money
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that scientists, engineers
and/or mathematicians have exciting
jobs
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that scientists, engineers
and/or mathematicians are brainy
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that scientists, engineers
and/or mathematicians are respected
by people in their country
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that scientists, engineers
and/or mathematicians are odd
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that scientists, engineers
and/or mathematicians spend most
of their time working by themselves
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that scientists, engineers
and/or mathematicians do not have
other interests
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
35
- Select your level of agreement for each statement (circle your answer)
After participating in this activity I
think now that for my future job it is
important to me to earn a lot of
money
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that for my future job it is
important to be my own boss
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that for my future job it is
important to become famous
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Select your level of agreement for each statement (circle your answer)
After participating in this activity I
think now that for my future job it is
important to me to work with others
instead of myself
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that for my future job it is
important to me to take care of
people
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that for my future job it is
important to me to work with people
rather than things
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that for my future job it is
important to me to have time for a
family
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that for my future job it is
important to me to have time for
hobbies and other interests
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Is there anything that made you change your opinion about your capacities doing
STEM?
Knowing a real scientist
Knowing more what science can be for
Seeing different uses of science in my life
Doing science in a different way than in the school (experimental, inquiry-based… different
methodology)
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
36
Doing science in a different environment rather than the school
Doing science with my family/parents (if applicable)
Doing science with my peers
Feeling successful doing science in this activity
The way the teacher/tutors addressed to me made me feel I could do science
Doing science with new materials
Doing science in a funnier way
Having the opportunity to create new things
Having the opportunity to try things on my own
Doing science with more professional materials/instruments
Others (please, specify):
Nothing, I have not changed my opinion
[These items need to be adapted to your initiative]
Family capital
- Select your level of agreement for each statement (circle your answer)
After participating in this activity I
think now that for my parents it is
important that I get good marks in
school
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that my parents expect me
to go to the university
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that my parents want me to
get a good job when I grow up
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I
think now that my parents want me to
make a lot of money when I grow up
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- After participating in the initiative, now I think that my parents consider that I will
be a good student of… (select the best option)
A career related with humanities and/or social sciences
A career related with science, technology, engineer and mathematics
A career related with other type of studies
They think I am no good for studying
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
37
- Select your level of agreement for each statement (circle your answer)
After participating in this activity I see
now that my parents think science,
engineering and/or mathematics are
interesting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I see
now that my parents think it is
important for me to learn science
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
After participating in this activity I see
now that my parents would be happy
if I became a scientist when I grow up
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Is there anything that made you change your opinion about your capacities doing
STEM?
Knowing a real scientist
Knowing more what science can be for
Seeing different uses of science in my life
Doing science in a different way than in the school (experimental, inquiry-based… different
methodology)
Doing science in a different environment rather than the school
Doing science with my family/parents (if applicable)
Doing science with my peers
Feeling successful doing science in this activity
The way the teacher/tutors addressed to me made me feel I could do science
Doing science with new materials
Doing science in a funnier way
Having the opportunity to create new things
Having the opportunity to try things on my own
Doing science with more professional materials/instruments
Others (please, specify):
Nothing, I have not changed my opinion
[These items need to be adapted to your initiative]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
38
INTERVIEW GUIDELINES FOR TEENS
(POST-EVENT INTERVIEW)
INTERVIEW GUIDELINES
Interviews are aimed at providing more information about participants’ self-efficacy in STEM.
They can be fast than the diaries, but direct interaction between interviewee and interviewed
can hinder participants’ beliefs if there is not a close link between both.
These questions are designed for a post-event interview. Questions for a pre-event interview
would need to be adapted from these ones.
INTERVIEWING PARTICIPANT CHILDREN
Introduction and initiative monitoring
- What have you done in the activity?
- What did you expect to find in this activity?
- How did you imagine a scientist/engineer/… before coming to the activity?
- Has your image changed? Why?
[Other questions about monitoring the initiative and/or ice-breaking can be added]
Assessment of self-efficacy in STEM
- What did you think at the beginning of the activity while the tutor/monitor was
presenting you the activity? Was it appealing? Why?
[Question aimed at assessing teens’ Level of Motivation, Outcome expectancies]
- At the beginning, did you feel that you were able to do the proposed activity? Why?
[Question aimed at assessing teens’ retrospective initial self-efficacy beliefs]
- Are you satisfied with what you have done? Why?
[Question aimed at assessing teens’ self-satisfaction, how they value their achievements]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
39
- Do you feel you have been able to do this STEAM activity successfully?
[Question aimed at assessing teens’ retrospective self-efficacy beliefs]
- What do you think has helped you to feel successful at the activity?
[Question aimed at identifying which elements have helped teens to feel capable of doing STEM]
- Has your level of confidence in STEAM activities changed from before? What has made it
change?
[Question aimed at identifying which elements have helped teens to feel capable of doing STEM]
- How confident are you that you will be successful doing STEM activities in the future?
Why?
[Question aimed at assessing teens’ prospective self-efficacy beliefs]
- What would you say to other children who do not feel capable of doing these type of
activities?
[Question aimed at identifying which elements have helped teens to feel capable of doing STEM]
Teen identity (optional)
- Do you think you get good marks at science, technology and/or mathematics? Why?
[Question aimed at assessing teens’ prospective self-perception beliefs]
- Do you think you are good at science, technology and/or mathematics? Why?
[Question aimed at assessing teens’ prospective self-perception beliefs]
- Do you think this activity has allowed you to show how good you are doing STEM? In
which sense?
[Question aimed at identifying which elements have helped teens to feel capable of doing STEM]
[If necessary, other questions can be gathered from the kids’ questionnaire]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
40
Interest in STEM (optional)
- After participating in the activity, do you feel you would like to study more about why
things happen? Why?
[Question aimed at assessing teens’ interest in STEM]
- After participating in the activity, do you feel you would like to study more about how to
invent, design or build things? Why?
[Question aimed at assessing teens’ interest in STEM]
- After participating in the activity, do you feel you would like to study more about
numbers, counting, measuring and describing the shapes of objects? Why?
[Question aimed at assessing teens’ interest in STEM]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
41
DIARY MODEL FOR TEENS
Diaries are aimed at providing a more information about participants’ self-efficacy in STEAM
over an activity. Though as they are more open, they should be used with a small sample
compared to the sample of the questionnaires. However, as diaries are more demanding when
it comes to analyse participants’ answers, they do not include other elements such as awareness
or interest in STEAM or roles of STEAM in society as questionnaires do.
In this toolkit, we propose three possible diary models addressed to 10-14-year-old-kids, parents
and teacher/tutors/volunteers/experts. Diaries should be periodically written over the course
of an event in order to identify possible variations of participants’ beliefs regarding self-efficacy.
DIARY MODEL FOR PARTICIPANT KIDS
- (Name initials/Nickname/Date of birth/Age:)
- Date:
- Explain what you have done today in the space below
- Explain how you felt before doing the activity: how the teacher made you feel
when he/she was explaining the activity, if you felt you were capable of doing it
successfully, your willingness to do the activity, your feelings related with topic
he/she was talking about…
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
42
- Explain how you felt during the activity: did you had doubts? Did you feel capable
of doing it? How did your colleagues make you feel?
- Record the difficulties you had during the activity
- Record your best achievements during the activity
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
43
- Explain how you feel after the activity: Do you feel capable of doing something
similar again? Would you like to know more about what you have done today?
Would you like to know more about STEM?
- If you feel different after the activity compared to before, what did you make
change your feelings?
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
44
MODEL TOOLS FOR TEACHERS, EXPERTS AND
VOLUNTEERS
STEAM4U QUESTIONNAIRE FOR
EDUCATORS
OVERVIEW OF THE TEACHERS’ QUESTIONNAIRES
This questionnaire is addressed to teachers, volunteers or STEM experts who participate in
STEAM activities or initiatives. In particular, the teachers’ questionnaire is aimed at assessing:
- Teachers’ self-efficacy in STEM and its variation from their participation in the activity/
initiative
- Collective self-efficacy in STEM and its variation from their participation in the activity/
initiative
- Parents’ perception of the variation of their teens’ self-efficacy in STEM
- Other variables related with self-efficacy and STEAM awareness and their variation
- The extent in which the challenge has been implemented
To fit different needs of the organisation, parents’ questionnaire has been designed as modular,
as follows:
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
45
A more complete explanation of the modules are given in the theoretical framework of the
project.
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
46
Instructions
Organisations are expected to choose which models best fit their needs, though some general
considerations must be taken:
- These questionnaires are designed to be used with a big sample of population. For this
reason, questions are closed. We recommend to use diaries and interview to gather a more
in-depth and qualitative perspective with a small sample of participants.
- Before use the questionnaires, read them carefully, modify the words you need to better
adapt them at your initiative and/or adapt it to your own national language.
- Each participant must complete two questionnaires, pre-event and post-event
questionnaires, in order to gather data to assess their evolution of self-efficacy.
- Coherence over the pre-event and post-event questionnaire must be considered. This
means that both questionnaires must have the same modules.
- Be strategic and keep the questionnaires as short as you can. Although the diverse
questions allow you to measure different aspects of self-efficacy, they are not designed to
be full used in an evaluation. A selection of the different modules should be undertaken in
order to keep the questionnaire short. Typically, each questionnaire should not last longer
than 10 minutes (that means an average of 30-40 items).
- Do not forget to include the relevant parts of the questionnaire. Some modules and
questions of the proposed questionnaires should not be suppressed when it comes to
evaluate self-efficacy in STEAM. We will highlight those parts in the following description.
- Pilot the questionnaires previously. Finally, before you use the designed questionnaire in
your organisation is important to try it first with a small sample in order to make sure
that: (1) participants totally understand the statements of each item and (2) data
gathered from the questionnaires serves to achieve your evaluation goals.
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
47
PRE QUESTIONNAIRE FOR PARTICIPANT TEACHERS,
VOLUNTEERS AND/OR STEM EXPERTS
Aimed at measuring changes in perceived self-efficacy of teachers, volunteers and STEM experts
doing STEAM activities.
Introduction
All the information you provide in this questionnaire will be kept anonymous and in any case
will be given to third persons, such as your teacher or your parents. Specific information about
your name or your age will only be used to track your answers before and after your
participation in the activity.
[Complete this paragraph with the necessary information for your initiative/organisation]
MODULE 1: Introduction & participant identification
- Provide your name initials
- What is your age? / Provide your date of birth
- What is your gender? (select the best option)
Female Male Others
- Provide the postal code of your school:
[As a way to have an approximation of the socio-economic background of the teens being taught,
we can ask for the postal code]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
48
MODULE 2: Initiative monitoring
[Add this module if you are planning to perform a training course for teachers/ volunteers/ STEM
experts and/or at the beginning of an STEAM activity]
- What do you expect to find in this workshop/activity? (select the most relevant
answer)
[Complete with other possibilities, as well as other questions related with initial expectations, if
necessary]
Meet other teachers, volunteers, STEM experts…
Develop my STEM competences
Instructions about what to do in my classes/ workshops with teens
Use materials and tools that I do not have at school or at home
Knowing more about science, technology, mathematics…
Strategies to manage the class/ group of teens, especially in difficult moments
Strategies to encourage students to feel able to do STEM activities.
I do not know
Others (please, specify):_______________________________________
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
49
MODULE 3: Assessment of self-efficacy in STEM
[Collective self-efficacy in STEM can be measured from an individual perspective (teachers as a
unit), aggregating the individual member’s appraisals of their personal capabilities to execute
the particular functions they perform in the group; or from a group perspective (teachers as a
unit), aggregating members’ appraisals of their group’s capability operating as a whole (A Bandura, 2000). This section only considers the individual perspective of teachers’ self-efficacy in
STEAM. To have an insight of the collective perspective, visit the parents’ questionnaire.]
[Efficacy items should accurately reflect the construct. The items should be phrased in terms of
can do rather than will do (A. Bandura, 2012). Self-efficacy items usually start with “How
confident are you that you can…?” “How well can you…?” or “I am confident that I will be able
to...” (Bong & Skaalvik, 2003)]
[Self-efficacy scales must be tailored to activity domains and assess the multifaceted ways in
which efficacy beliefs operate within the selected activity domain (Albert Bandura, 2006).
Although an efficacy scale with the 0-100 is considered a stronger predictor (Albert Bandura,
2006), this questionnaire uses a 5-point Likert-type scale response format. Since, the focus of the
STEAM4U project is on the teens’ self-efficacy in STEM, teachers’ self-efficacy is used as a
complementary data]
- Please, answer the following questions circling the best option
How confident are you that you are able to ask questions a phenomenon or define a problem that needs to be solved?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to plan and carry out
investigations?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to analyse and interpret data?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use mathematics and
computational thinking?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to build explanations about a
phenomenon or design solutions for
a problem?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
50
How confident are you that you are able to find evidences that helps you to reason and argument when finding the best explanation to a phenomenon or the best solution to a problem?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to obtain, evaluate, and
communicate information?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you will be successful carrying out an
experiment/build a new thing in this
activity/workshop?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use mathematics, science
and/or technology concepts that you
learnt in your everyday life?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[Question adapted from Baldwin, Ebert-May, & Burns (1999); items adapted from the National
Research Council (2012)]
- Please, answer the following questions circling the best option
How confident are you that you are able to explain the STEM content of the subject/ project/ workshop to participant teens?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you have sufficient knowledge of STEM
subjects to answer participant teens’
questions during your lesson/workshop?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use a variety of teaching
approaches or strategies to develop
your cognition of mathematics/
science/ technology concepts?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[Question adapted from Jang & Tsai (2012)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
51
MODULE 4: Teaching strategies – optional module
[Add this module if you wish to know the impact of your initiative on teachers/volunteers/STEM
experts’ teaching strategies, especially on those ones aimed at raising teens’ self-efficacy in
STEM.]
- Please, indicate how strongly you agree or disagree with the following statements
I am familiar with the whole structure
and directions of the lesson/ project/
workshop
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can select effective teaching
approaches to guide student/teens
thinking and learning in
mathematics/ science/technology
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I use a variety of teaching approaches
or strategies to raise teens’
confidence in their capacities to
perform successfully STEAM activities
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I know how to assess student/teens
performance in a classroom/ lesson/
workshop/ project
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can adjust my teaching based on
what students/teens’ currently
understand or do not understand
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I know how to choose effective
teaching approaches to guide
students’ learning and thinking
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can adapt my teaching style to
different learners
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am familiar with common student
understandings and misconceptions
of the STEM content I am teaching
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I know how to organize and maintain
classroom management.
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
My teaching approaches make teens/
students stay interested in the
content of the lesson/ project/
workshop
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
52
I can create a classroom setting to
promote students’ interest for
learning STEM concepts
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from Jang & Tsai (2012) and Schmidt, Thompson, Koehler, & Shin, (2009)]
- Please, indicate how strongly you agree or disagree with the following statements
[This question represents another option to test teachers’ personal STEM teaching efficacy
beliefs]
I will continually find better ways to
teach STEM content
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
Even if I try very hard, I do not teach
STEM as well as I do in most subjects
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I know the steps necessary to teach
STEM concepts effectively
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am not very effective in monitoring
STEAM experiments
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I generally teach STEM content
ineffectively
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I find it difficult to explain to students
why STEM experiments work
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I wonder If I have the necessary skills
to teach STEM contents
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
When teaching STEM, I usually
welcome students/teens questions
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I do not know what to do to turn
students on to STEM
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from Bleicher, (2004)]
-
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
53
- What are your strategies to make young people feel they have the capabilities to do
STEAM activities?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
54
- Please, indicate how strongly you agree or disagree with the following statements
[This question is specifically designed for testing self-efficacy beliefs about equitable STEM
teaching]
I am able to effectively teach STEM
content to teens/students whose first
language is not English
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I do not have the ability to teach
STEM to teens from economically
disadvantaged backgrounds
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can do a great deal as a teacher to
increase the achievement of STEM
subjects of children who do not speak
English as their first language
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am able to meet the learning needs
of children of other ethnicities when I
teach STEM.
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can help girls learn STEM at the
same level as boys
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am effective in teaching STEM in a
meaningful way to girls
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I have the ability to help teens from
low socioeconomic backgrounds be
successful in STEM
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am not able to teach STEM to teens
who speak English as a second
language as effectively as I am to
teens who speak English as their first
language
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I cannot help girls learn STEM at the
same level as boys
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from Ritter, Boone, & Rubba, (2001)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
55
- What are your strategies to make girls, young people from different ethnicities and/or low
socio-economic background feel they have the capabilities to do STEAM activities?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
56
MODULE 5: Other variables related with self-efficacy (STEM capital) -
Optional module
[Add this module if you wish to have information about other variables influencing teachers’
self-efficacy in STEM]
Identity in STEM
- Are you a scientist, engineer, mathematician… or other STEM degree? (select the
best option)
Yes No Other:_______________________
[Question adapted from DeWitt et al., (2011)]
- Please, answer the following questions circling the best option
I think I am/could be/would have
been a good
[scientist/engineer/mathematician…]
(one day)
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
Studying
[scientist/engineer/mathematician…]
is useful for getting a good job in the
future
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I got good marks at science,
technology and/or mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I learnt things quickly in science,
technology and/or mathematics
lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
57
Interest in STEM
- Please, answer the following questions circling the best option
I think I would like to know more
about [science
/engineering/mathematics…]
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think [science
/engineering/mathematics…] is
interesting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
Visions of STEM
- Select your level of agreement for each statement
I think that [scientists, engineers…]
can make a difference in the world
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
can make a lot of money
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
have exciting jobs
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are brainy
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are respected by people in their
country
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are odd
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
spend most of their time working by
themselves
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
do not have other interests
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
58
POST-QUESTIONNAIRE FOR PARTICIPANT TEACHERS,
VOLUNTEERS AND/OR STEM EXPERTS
MODULE 1: Introduction & participant identification
- What is your age? / Provide your date of birth
- What is your gender? (select the best option)
Female Male Others
- Provide the postal code of your school:
[As a way to have an approximation of the socio-economic background of the teens being taught,
we can ask for the postal code]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
59
MODULE 2: Initiative monitoring
[Add this module if you are planning to perform a training course for teachers/ volunteers/ STEM
experts and/or at the beginning of an STEAM activity]
- To what extent you have meet your initial expectations? Rate them from 1 to 10
[Complete with other possibilities, as well as other questions related with initial expectations, if
necessary]
- Is there that you found in this workshop/activity that you did not expected
previously? Explain it:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Meet other teachers, volunteers, STEM experts…
Develop my STEM competences
Instructions about what to do in my classes/ workshops with teens
Use materials and tools that I do not have at school or at home
Knowing more about science, technology, mathematics…
Strategies to manage the class/ group of teens, especially in difficult moments
Strategies to encourage students to feel able to do STEM activities.
I do not know
Others (please, specify):_______________________________________
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
60
MODULE 3: Assessment of self-efficacy in STEM
[Efficacy items should accurately reflect the construct. The items should be phrased in terms of
can do rather than will do (A. Bandura, 2012). Self-efficacy items usually start with “How
confident are you that you can…?” “How well can you…?” or “I am confident that I will be able
to...” (Bong & Skaalvik, 2003)]
[Self-efficacy scales must be tailored to activity domains and assess the multifaceted ways in
which efficacy beliefs operate within the selected activity domain (Albert Bandura, 2006).
Although an efficacy scale with the 0-100 is considered a stronger predictor (Albert Bandura,
2006), this questionnaire uses a 5-point Likert-type scale response format. Since, the focus of the
STEAM4U project is on the teens’ self-efficacy in STEM, teachers’ self-efficacy is used as a
complementary data]
- Please, answer the following questions circling the best option
After doing the activity…
How confident are you that you are able to ask questions a phenomenon or define a problem that needs to be solved?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to plan and carry out
investigations?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to analyse and interpret data?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use mathematics and
computational thinking?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to build explanations about a
phenomenon or design solutions for
a problem?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to find evidences that helps you to reason and argument when finding the best explanation to a phenomenon or the best solution to a problem?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
61
How confident are you that you are able to obtain, evaluate, and
communicate information?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you will be successful carrying out an
experiment/build a new thing in this
activity/workshop?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use mathematics, science
and/or technology concepts that you
learnt in your everyday life?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[Adapted from Baldwin, Ebert-May, & Burns (1999), and the National Research Council (2012)]
- Please, answer the following questions circling the best option
After doing the activity…
How confident are you that you are able to explain the STEM content of the subject/ project/ workshop to participant teens?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you have sufficient knowledge of STEM
subjects to answer participant teens’
questions during your lesson/workshop?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use a variety of teaching
approaches or strategies to develop
your cognition of mathematics/
science/ technology concepts?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[Question adapted from Jang & Tsai (2012)]
- Overall, and after participating in the workshops, do you feel that your STEM
competences have increased? (circle the best option)
e. Yes, I feel that my STEM competences have increased a lot f. Yes, but I feel that my STEM competences have only increased a little g. No, I feel that my STEM competences remain the same as before h. No, I feel that my STEM competences have decreased
-
-
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
62
- In case you have answered a or b in the previous question, which of the following
characteristics of the workshop have made you feel that your STEM competences
were increasing?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Others (please, specify):
[Complete with the necessary items]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
63
MODULE 4: Teaching strategies – optional module
- Please, indicate how strongly you agree or disagree with the following statements,
after participating in the workshop/ seminar… [Complete with the necessary
wording]
I am familiar with the whole structure
and directions of the lesson/ project/
workshop
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can select effective teaching
approaches to guide student/teens
thinking and learning in
mathematics/ science/technology
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I use a variety of teaching approaches
or strategies to raise teens’
confidence in their capacities to
perform successfully STEAM activities
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I know how to assess student/teens
performance in a classroom/ lesson/
workshop/ project
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can adjust my teaching based on
what students/teens’ currently
understand or do not understand
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I know how to choose effective
teaching approaches to guide
students’ learning and thinking
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can adapt my teaching style to
different learners
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am familiar with common student
understandings and misconceptions
of the STEM content I am teaching
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I know how to organize and maintain
classroom management.
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
My teaching approaches make teens/
students stay interested in the
content of the lesson/ project/
workshop
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can create a classroom setting to
promote students’ interest for
learning STEM concepts
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from Jang & Tsai (2012) and Schmidt, Thompson, Koehler, & Shin, (2009)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
64
- Please, indicate how strongly you agree or disagree with the following statements,
after participating in the workshop/ seminar… [Complete with the necessary
wording]
[This question represents another option to test teachers’ personal STEM teaching efficacy
beliefs]
I will continually find better ways to
teach STEM content
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
Even if I try very hard, I do not teach
STEM as well as I do in most subjects
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I know the steps necessary to teach
STEM concepts effectively
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am not very effective in monitoring
STEAM experiments
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I generally teach STEM content
ineffectively
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I find it difficult to explain to students
why STEM experiments work
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I wonder If I have the necessary skills
to teach STEM contents
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
When teaching STEM, I usually
welcome students/teens questions
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I do not know what to do to turn
students on to STEM
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from Bleicher, (2004)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
65
- What are your strategies to make young people feel they have the capabilities to do
STEAM activities?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
- Overall, and after participating in the workshops, do you feel that your abilities to
promote STEM competences in your students have increased? (circle the best
option)
a. Yes, I feel that my STEM competences have increased a lot b. Yes, but I feel that my STEM competences have only increased a little c. No, I feel that my STEM competences remain the same as before
d. No, I feel that my STEM competences have decreased
- Overall, and after participating in the workshops, do you think you are more
capable of making your students feel they are able to successfully carry out STEAM
activities? (circle the best option)
a. Yes, I feel I am much more capable of making my students feel they are able to successfully carry out STEAM activities
b. Yes, I feel I am slightly more capable of making my students feel they are able to successfully carry out STEAM activities
c. No, I feel as capable as before of making my students feel they are able to successfully carry out STEAM activities
d. No, I feel less capable as before of making my students feel they are able to
successfully carry out STEAM activities
- Answer this question in case you have answered a or b in the question immediately
preceding this one. Which of the following characteristics of the workshop have
been more relevant when making you feel more capable of raising your students’
self-efficacy in STEM?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
66
Having the opportunity to create new things
Others (please, specify):
[Complete with the necessary items]
- Please, indicate how strongly you agree or disagree with the following statements,
after participating in the workshop/ seminar… [Complete with the necessary
wording]
[This question is specifically designed for testing self-efficacy beliefs about equitable STEM
teaching]
I am able to effectively teach STEM
content to teens/students whose first
language is not English
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I do not have the ability to teach
STEM to teens from economically
disadvantaged backgrounds
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can do a great deal as a teacher to
increase the achievement of STEM
subjects of children who do not speak
English as their first language
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am able to meet the learning needs
of children of other ethnicities when I
teach STEM.
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I can help girls learn STEM at the
same level as boys
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am effective in teaching STEM in a
meaningful way to girls
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I have the ability to help teens from
low socioeconomic backgrounds be
successful in STEM
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I am not able to teach STEM to teens
who speak English as a second
language as effectively as I am to
teens who speak English as their first
language
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I cannot help girls learn STEM at the
same level as boys
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from Ritter, Boone, & Rubba, (2001)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
67
- What are your strategies to make girls, young people from different ethnicities and/or low
socio-economic background feel they have the capabilities to do STEAM activities?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
- Overall, and after participating in the workshops, do you think you are more capable
of making your students feel they are able to successfully carry out STEAM
activities, especially those one from disadvantaged backgrounds in STEM? (circle
the best option)
e. Yes, I feel I am much more capable f. Yes, I feel I am slightly more capable g. No, I feel as capable as before h. No, I feel less capable as before
- Answer this question in case you have answered a or b in the question immediately
preceding this one. Which of the following characteristics of the workshop have
been more relevant when making you feel more capable of raising self-efficacy in
STEM of students from disadvantaged backgrounds?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Others (please, specify):
[Complete with the necessary items]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
68
MODULE 5: Other variables related with self-efficacy (STEM capital) -
Optional module
Identity in STEM
- Please, answer the following questions circling the best option
After doing the activity…
I think I could have been a good
[scientist/engineer/mathematician…]
one day
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think studying
[scientist/engineer/mathematician…]
is useful for getting a good job in the
future
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Is there anything that made you change your opinion about your STEM identity?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Nothing, I have not changed my opinion
Others (please, specify):
[Complete with the necessary items]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
69
Interest in STEM
- Please, answer the following questions circling the best option
After doing the activity…
I think I would like to know more
about [science
/engineering/mathematics…]
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think [science
/engineering/mathematics…] is
interesting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
- Is there anything that made you change your opinion about your interest in STEM?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Nothing, I have not changed my opinion
Others (please, specify):
[Complete with the necessary items]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
70
Visions of STEM
- Select your level of agreement for each statement
After doing the activity…
I think that [scientists, engineers…]
can make a difference in the world
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
can make a lot of money
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
have exciting jobs
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are brainy
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are respected by people in their
country
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are odd
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
spend most of their time working by
themselves
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
do not have other interests
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
71
- Is there anything that made you change your opinion about your visions of STEM?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Nothing, I have not changed my opinion
Others (please, specify):
[Complete with the necessary items]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
72
INTERVIEWING GUIDELINES FOR
EDUCATORS
INTERVIEW GUIDELINES
Interviews are aimed at providing more information about participants’ self-efficacy in STEM.
They can be fast than the diaries, but direct interaction between interviewee and interviewed
can hinder participants’ beliefs if there is not a close link between both.
These questions are designed for a post-event interview. Questions for a pre-event interview
would need to be adapted from these ones.
INTRODUCTION AND INITIATIVE MONITORING
- What have you done in the activity?
- What did you expect to find in this activity?
- How did you imagine a scientist/engineer/… before coming to the activity?
- Has your image changed? Why?
[Other questions about monitoring the initiative and/or ice-breaking can be added]
ASSESSMENT OF SELF-EFFICACY IN STEM
- What did you think at the beginning of the activity while the teacher/tutor/monitor was
presenting you the activity? Was it appealing? Why?
[Question aimed at assessing participants’ Level of Motivation, Outcome expectancies]
- At the beginning, did you personally feel that you were able to do the proposed activity
in your class/ workshop? Why?
[Question aimed at assessing participants’ retrospective initial self-efficacy beliefs at an individual level]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
73
- At the beginning, did you personally feel that you were able to do the proposed activity
with girls, teens of other ethnicities and/or low socioeconomically background? Why?
[Question aimed at assessing participants’ retrospective initial self-efficacy beliefs at an individual level in
terms of equitable STEM]
- Has your level of confidence in STEM changed from before? What has made it change?
[Question aimed at identifying which elements have helped teens to feel capable of doing STEM]
- How confident are you now that you are able to make your students feel they can carry
out successfully STEAM activities? Why? And regarding students from disadvantaged
backgrounds?
[Question aimed at assessing teaching strategies to promote self-efficacy in STEM]
o Have you changed your opinions from before? What has make it change?
- Which strategies do you use to make your students feel they are able to carry out
successfully STEAM activities? And regarding students from disadvantaged backgrounds?
[Question aimed at assessing teaching strategies to promote self-efficacy in STEM]
o Have they changed from before? What has make them change?
- What would you say to other teachers/ tutors/STEM experts who do not feel capable of
doing these type of activities?
[Question aimed at identifying which elements have helped teens to feel capable of doing STEM]
- Would you like to add something else?
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
74
DIARY MODEL FOR EDUCATORS
INSTRUCTIONS
Diaries are aimed at providing a more information about participants’ self-efficacy in STEM over
an activity. Though as they are more open, they should be used with a small sample compared
to the sample of the questionnaires. However, as diaries are more demanding when it comes to
analyse participants’ answers, they do not include other elements such as awareness or interest
in STEAM or roles of STEAM in society as questionnaires do.
In this toolkit, we propose three possible diary models addressed to 10-14-year-old-kids, parents
and teacher/tutors/volunteers/experts. Diaries should be periodically written over the course
of an event in order to identify possible variations of participants’ beliefs regarding self-efficacy.
DIARY MODEL FOR PARTICIPANT PARENTS
- Name initials/Nickname
- Age/Date of birth:
- Date:
- Explain what you have done today in the space below
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
75
- Explain how you felt before doing the activity, for example:
o If you felt you were capable of doing it in your class/workshop (and specially
with teens from disadvantaged situations)
o Your willingness to do the proposed activity
o Your feelings related with topic being proposed
- Explain how you felt during the activity: did you had doubts? Did you feel capable
of doing the activity? Did you feel capable of making your students feel they were
able to be successful doing STEAM?
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
76
- Record the difficulties you had during the activity
- Record your best achievements during the activity
- Explain how you feel after the activity: Do you feel capable of preparing and doing
a similar activity with your students? Do you feel able to make your students feel
capable of doing STEAM activities?
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
77
- After the activity, do you feel more, equal or less capable of making your students
feel they can be successful doing STEAM activities? If applicable, explain what did
you make change your feelings?
-
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
78
MODEL TOOLS FOR PARENTS
STEAM4U QUESTIONNAIRE FOR
PARENTS
OVERVIEW OF THE PARENTS’ QUESTIONNAIRES
This questionnaire is addressed to parents or relatives who participate in family STEAM activities
or initiatives. In particular, the parents’ questionnaire is aimed at assessing:
- Parents’ self-efficacy in STEM and its variation from their participation in the activity/
initiative
- Family self-efficacy in STEM and its variation from their participation in the activity/
initiative
- Parents’ perception of the variation of their teens’ self-efficacy in STEM
- Other variables related with self-efficacy and STEAM awareness and their variation
- The extent in which the challenge has been implemented
To fit different needs of the organisation, parents’ questionnaire has been designed as modular,
as follows:
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
79
A more complete explanation of the modules is given in the theoretical framework of the
project.
Instructions
Organisations are expected to choose which models best fit their needs, though some general
considerations must be taken:
- These questionnaires are designed to be used with a big sample of population. For this
reason, questions are closed. We recommend to use diaries and interview to gather a more
in-depth and qualitative perspective with a small sample of participants.
- Before use the questionnaires, read them carefully, modify the words you need to better
adapt them at your initiative and/or adapt it to your own national language.
- Each participant must complete two questionnaires, pre-event and post-event
questionnaires, in order to gather data to assess their evolution of self-efficacy.
- Coherence over the pre-event and post-event questionnaire must be considered. This
means that both questionnaires must have the same modules.
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
80
- Be strategic and keep the questionnaires as short as you can. Although the diverse
questions allow you to measure different aspects of self-efficacy, they are not designed to
be full used in an evaluation. A selection of the different modules should be undertaken in
order to keep the questionnaire short. Typically, each questionnaire should not last longer
than 10 minutes (that means an average of 30-40 items).
- Do not forget to include the relevant parts of the questionnaire. Some modules and
questions of the proposed questionnaires should not be suppressed when it comes to
evaluate self-efficacy in STEAM. We will highlight those parts in the following description.
- Pilot the questionnaires previously. Finally, before you use the designed questionnaire in
your organisation is important to try it first with a small sample in order to make sure
that: (1) participants totally understand the statements of each item and (2) data
gathered from the questionnaires serves to achieve your evaluation goals.
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
81
PRE QUESTIONNAIRE FOR PARTICIPANT PARENTS
Aimed at measuring changes in perceived self-efficacy of parents doing STEAM-related activities
with their kids.
Introduction
All the information you provide in this questionnaire will be kept anonymous and in any case
will be given to third persons, such as your teacher or your parents. Specific information about
your name or your age will only be used to track your answers before and after your
participation in the activity.
[Complete this paragraph with the necessary information for your initiative/organisation]
MODULE 1: Introduction & participant identification
- What is your age? / Provide your date of birth
- What is your gender? (select the best option)
Female Male Others
- Provide your postal code:
[As a way to have an approximation of the socio-economic background of the children, we can
ask for the postal code]
MODULE 2: Initiative monitoring
- What do you expect to find in this workshop/activity? (select the most relevant
answer)
[Complete with other possibilities, as well as other questions related with initial expectations, if
necessary]
Meet other parents or families
Socialise my kids with other teens
Use materials and tools that I do not have at school or at home
Know more about science, technology, mathematics…
Have a good time with my kids
Create new things
Know how things work
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
82
MODULE 3: Assessment of self-efficacy in STEM
[Collective self-efficacy in STEM can be measured from an individual perspective (parent as a
unit), aggregating the individual member’s appraisals of their personal capabilities to execute
the particular functions they perform in the group; or from a group perspective (family as a
unit), aggregating members’ appraisals of their group’s capability operating as a whole (A Bandura, 2000). This section is aimed to assess both approaches]
[Efficacy items should accurately reflect the construct. The items should be phrased in terms of
can do rather than will do (A. Bandura, 2012). Self-efficacy items usually start with “How
confident are you that you can…?” “How well can you…?” or “I am confident that I will be able
to...” (Bong & Skaalvik, 2003)]
[Self-efficacy scales must be tailored to activity domains and assess the multifaceted ways in
which efficacy beliefs operate within the selected activity domain (Albert Bandura, 2006).
Although an efficacy scale with the 0-100 is considered a stronger predictor (Albert Bandura,
2006), this questionnaire uses a 5-point Likert-type scale response format. Since, the focus of the
STEAM4U project is on the teens’ self-efficacy in STEM, parents’ self-efficacy is used as a
complementary data]
Personal self-efficacy
- Please, answer the following questions circling the best option
How confident are you that you are able to ask questions a phenomenon or define a problem that needs to be solved in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to plan and carry out
investigations in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to analyse and interpret data in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to use mathematics and
computational thinking in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to build explanations about a
phenomenon or design solutions for
a problem in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
83
How confident are you that you are able to find evidences that helps you to reason and argument when finding the best explanation to a phenomenon or the best solution to a problem in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you are able to obtain, evaluate, and
communicate information in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that you will be successful carrying out an
experiment/build a new thing in this
activity/workshop in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[Question adapted from Baldwin, Ebert-May, & Burns (1999); items adapted from the National
Research Council (2012)]
Family self-efficacy (as a collective)
- Please, answer the following questions circling the best option
How confident are you that, as a family group, you are able to ask
questions a phenomenon or define a
problem that needs to be solved for this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that, as a family group, you are able to plan and
carry out investigations in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that, as a family group, you are able to build
explanations about a phenomenon or
design solutions for a problem in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that, as a family group, you are able to obtain,
evaluate, and communicate
information in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident are you that, as a family group, you will be successful carrying out an experiment/build a
new thing in this activity/workshop in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[Question adapted from Baldwin, Ebert-May, & Burns (1999); items adapted from the National
Research Council (2012)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
84
MODULE 4: Other variables related with self-efficacy (STEM capital) -
Optional module
[As it is explained in DeWitt et al., (2011), STEM stance of kids (and particularly, aspirations and
self-efficacy) are strongly related with the STEM capital of the family. STEM capital refers to the
science-related qualifications, understanding, knowledge (about science and ‘how it works’),
interest and social contacts (e.g. knowing someone who works in a science-related job)]
Identity in STEM
- Are you or your husband/wife scientists, engineers, mathematicians… or other STEM
careers? (select the best option)
Yes No Other:_______________________
[Question adapted from DeWitt et al., (2011)]
- Are some of your closest family members or friends scientists, engineers,
mathematicians… or other STEM careers? (select the best option)
Yes No Other:_______________________
[Question adapted from DeWitt et al., (2011)]
- Please, answer the following questions circling the best option
I think I am/could be/would have
been a good
[scientist/engineer/mathematician…]
(one day)
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
Studying
[scientist/engineer/mathematician…]
is useful for getting a good job in the
future
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I got good marks at science,
technology and/or mathematics
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I learnt things quickly in science,
technology and/or mathematics
lessons
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
85
Interest in STEM
- Please, answer the following questions circling the best option
I think I would like to know more
about [science
/engineering/mathematics…]
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think [science
/engineering/mathematics…] is
interesting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
Expectations in STEM for teens
- Please, select the best option: I think that my kid/s will be a good student/s of…
A career related with humanities and/or social sciences
A career related with science, technology, engineer and mathematics
A career related with other type of studies
They think I am no good for studying
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)
- Please, answer the following questions circling the best option
I think is important for my
son/daughter to learn
science/engineering…
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I would be happy if my son/ daughter
became a scientists/engineer/
mathematician… (etc.) when he/she
grow up
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
86
Visions of STEM
- Select your level of agreement for each statement
I think that [scientists, engineers…]
can make a difference in the world
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
can make a lot of money
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
have exciting jobs
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are brainy
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are respected by people in their
country
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are odd
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
spend most of their time working by
themselves
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
do not have other interests
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
87
MODULE 5: Socioeconomic variables
[This module is highly recommended if you wish to evaluate the impact of your initiative in
students of different socioeconomic background]
- Please, select your highest level of
education
Did not complete high
school
High school
Vocational training
University degree
Master
Doctorate
- Please, select the highest level of
education of your husband/wife
Did not complete high
school
High school
Vocational training
University degree
Master
Doctorate
- Which of the following objects do you have at home? You can select various
options
A desk/ table to study
A room only for me
An smart TV
Artwork (pictures, sculptures…)
Dictionaries
A washing machine
Classic literature
Video-cameras
A computer which your teen can use to do school
homework
Books that help your kids do the homework
DVD player
Internet connexion
Home cinema
Technical books (of any subject)
Videogames or other educational software
Poetry books
A quiet place for your kid to study
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
88
POST-QUESTIONNAIRE FOR PARTICIPANT PARENTS
MODULE 1: Introduction & participant identification
- What is your age? / Provide your date of birth
- What is your gender? (select the best option)
Female Male Others
- Provide your postal code:
[As a way to have an approximation of the socio-economic background of the children, we can
ask for the postal code]
MODULE 2: Initiative monitoring
- To what extent you have meet your initial expectations? Rate them from 1 to 10
[Complete with other possibilities, as well as other questions related with initial expectations, if
necessary]
- Is there that you found in this workshop/activity that you did not expected
previously? Explain it:
Meet other parents or families
Socialise my kids with other teens
Use materials and tools that I do not have at school or at home
Know more about science, technology, mathematics…
Have a good time with my kids
Create new things
Know how things work
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
89
MODULE 3: Assessment of self-efficacy in STEM
[Collective self-efficacy in STEM is measured from an individual perspective (parent as a unit),
and from a group perspective (family as a unit (A Bandura, 2000).]
[Efficacy items should accurately reflect the construct. The items should be phrased in terms of
can do rather than will do (A. Bandura, 2012). Self-efficacy items usually start with “How
confident are you that you can…?” “How well can you…?” or “I am confident that I will be able
to...” (Bong & Skaalvik, 2003)]
[Self-efficacy scales must be tailored to activity domains and assess the multifaceted ways in
which efficacy beliefs operate within the selected activity domain (Albert Bandura, 2006).
Although an efficacy scale with the 0-100 is considered a stronger predictor (Albert Bandura,
2006), this questionnaire uses a 5-point Likert-type scale response format. Since, the focus of the
STEAM4U project is on the teens’ self-efficacy in STEM, parents’ self-efficacy is used as a
complementary data]
Personal self-efficacy
- Please, answer the following questions circling the best option
After doing the activity…
How confident now are you that you are able to ask questions a
phenomenon or define a problem that needs to be solved in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that you are able to plan and carry out
investigations in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that you are able to analyse and interpret data
in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that you are able to use mathematics and
computational thinking in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that you are able to build explanations about a
phenomenon or design solutions for
a problem in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
90
How confident now are you that you are able to find evidences that helps you to reason and argument when finding the best explanation to a phenomenon or the best solution to a problem in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that you are able to obtain, evaluate, and
communicate information in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that you will be successful carrying out an
experiment/build a new thing in this
activity/workshop in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[Question is adapted from Baldwin, Ebert-May, & Burns (1999), and the items are adapted from
the National Research Council (2012)]
- Overall, and after participating in the workshops, do you feel now more capable of
doing STEM activities? (circle the best option)
i. Yes, I feel that I am much more capable of doing science activities j. Yes, I feel I am only a little more capable of doing science activities k. No, I feel I am as capable as before of doing science activities l. No, I feel I am less capable as before of doing science activities
- In case you have answered a or b in the previous question, which of the following
characteristics of the workshop have made you feel more capable of doing science
activities
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Others (please, specify):
[Complete with the necessary items]
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The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
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91
Family self-efficacy (as a collective)
- Please, answer the following questions circling the best option
After doing the activity…
How confident now are you that, as a family group, you are able to ask
questions a phenomenon or define a
problem that needs to be solved for this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that, as a family group, you are able to plan and
carry out investigations in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that, as a family group, you are able to build
explanations about a phenomenon or
design solutions for a problem in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that, as a family group, you are able to obtain,
evaluate, and communicate
information in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
How confident now are you that, as a family group, you will be successful carrying out an experiment/build a
new thing in this activity/workshop in this activity?
Not confident
at all
Only a little
confident
Fairly confident
Very confident
Totally confident
[Question adapted from Baldwin, Ebert-May, & Burns (1999); items adapted from the National
Research Council (2012)]
- As a family group, and after participating in the workshops, do you feel now more capable
of doing STEM activities? (circle the best option)
m. Yes, I feel that I am much more capable of doing science activities n. Yes, I feel I am only a little more capable of doing science activities o. No, I feel I am as capable as before of doing science activities p. No, I feel I am less capable as before of doing science activities
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
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publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
92
- In case you have answered a or b in the previous question, which of the following
characteristics of the workshop have made you feel more capable of doing science
activities
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Others (please, specify):
[Complete with the necessary items]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
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93
MODULE 4: Other variables related with self-efficacy (STEM capital) -
Optional module
[As it is explained in DeWitt et al., (2011), STEM stance of kids (and particularly, aspirations and
self-efficacy) are strongly related with the STEM capital of the family. STEM capital refers to the
science-related qualifications, understanding, knowledge (about science and ‘how it works’),
interest and social contacts (e.g. knowing someone who works in a science-related job)]
Identity in STEM
- Please, answer the following questions circling the best option
After doing the activity…
I think I could have been a good
[scientist/engineer/mathematician…]
one day
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think studying
[scientist/engineer/mathematician…]
is useful for getting a good job in the
future
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Adapted from DeWitt et al., (2011)]
- Is there anything that made you change your opinion about your identity in STEM?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Nothing, I have not changed my opinion
Others (please, specify):
[Complete with the necessary items]
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publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
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Interest in STEM
- Please, answer the following questions circling the best option
After doing the activity…
I think I would like to know more
about [science
/engineering/mathematics…]
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think [science
/engineering/mathematics…] is
interesting
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
- Is there anything that made you change your opinion about your interest in STEM?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Nothing, I have not changed my opinion
Others (please, specify):
[Complete with the necessary items]
Expectations in STEM for teens
- Please, select the best option: After doing the activity, I think that my kid/s will be
a good student/s of…
A career related with humanities and/or social sciences
A career related with science, technology, engineer and mathematics
A career related with other type of studies
They think I am no good for studying
[Adapted from Obra Social “la Caixa,” FECYT, & Everis (2015)
- Please, answer the following questions circling the best option
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After doing the activity…
I think is important for my
son/daughter to learn
science/engineering…
Strongly
disagree
Disagree
Undecide
d
Agree
Strongly
agree
I would be happy if my son/ daughter
became a scientists/engineer/
mathematician… (etc.) when he/she
grow up
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
- Is there anything that made you change your opinion about your expectations in
STEM?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Nothing, I have not changed my opinion
Others (please, specify):
[Complete with the necessary items]
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reflects the views only of the authors, and the Commission cannot be
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Visions of STEM
- Select your level of agreement for each statement
After doing the activity…
I think that [scientists, engineers…]
can make a difference in the world
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
can make a lot of money
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
have exciting jobs
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are brainy
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are respected by people in their
country
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
are odd
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
spend most of their time working by
themselves
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
I think that [scientists, engineers…]
do not have other interests
Strongly disagree
Disagree
Undecided
Agree
Strongly agree
[Question adapted from DeWitt et al., (2011)]
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- Is there anything that made you change your opinion about your visions of STEM?
Knowing a real scientist
Doing science in a different way than I was taught (experimental, inquiry-based… different
methodology)
Feeling successful doing science
The way the scientist addressed to me made me feel I could do science
Doing science with new materials
Doing science with my family
Having the opportunity to create new things
Nothing, I have not changed my opinion
Others (please, specify):
[Complete with the necessary items]
STEAM4U: Raising students' perceived self-efficacy in STEAM to provide opportunities for all Project number 2016-1-ES01-KA201-025633
The European Commission support for the production of this
publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
98
INTERVIEWING GUIDELINES FOR
PARTICIPANT PARENTS IN STEAM
ACTIVITIES
INTERVIEW GUIDELINES
Interviews are aimed at providing more information about participants’ self-efficacy in STEM.
They can be fast than the diaries, but direct interaction between interviewee and interviewed
can hinder participants’ beliefs if there is not a close link between both.
These questions are designed for a post-event interview. Questions for a pre-event interview
would need to be adapted from these ones.
INTRODUCTION AND INITIATIVE MONITORING
- What have you done in the activity?
- What did you expect to find in this activity?
- How did you imagine a scientist/engineer/… before coming to the activity?
- Has your image changed? Why?
[Other questions about monitoring the initiative and/or ice-breaking can be added]
ASSESSMENT OF SELF-EFFICACY IN STEM
- What did you think at the beginning of the activity while the tutor/monitor was
presenting you the activity? Was it appealing? Why?
[Question aimed at assessing participants’ Level of Motivation, Outcome expectancies]
- At the beginning, did you personally feel that you were able to do the proposed activity?
Why?
[Question aimed at assessing participants’ retrospective initial self-efficacy beliefs at an individual level]
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- At the beginning, did you personally feel that you were able to do the proposed activity
as a family group with your kids? Why?
[Question aimed at assessing participants’ retrospective initial self-efficacy beliefs at a collective level]
- Are you satisfied with what you have done both at personal level and at family level?
Why?
[Question aimed at assessing participants’ self-satisfaction, how they value their achievements]
- Do you feel you have been able to do this STEAM activity successfully? And as a family
group?
[Question aimed at assessing participants’ retrospective self-efficacy beliefs]
- What do you think has helped you to feel successful at the activity? (at a personal level
and at family level)
[Question aimed at identifying which elements have helped participants to feel capable of doing STEM]
- Has your level of confidence in STEM changed from before? What has made it change?
[Question aimed at identifying which elements have helped teens to feel capable of doing STEM]
- How confident are you that you will be successful doing STEM activities in the future?
Why?
[Question aimed at assessing teens’ prospective self-efficacy beliefs]
- What would you say to other parents who do not feel capable of doing these type of
activities?
[Question aimed at identifying which elements have helped teens to feel capable of doing STEM]
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DIARY MODEL FOR PARTICIPANT
PARENTS OF STEAM ACTIVITIES
INSTRUCTIONS
Diaries are aimed at providing a more information about participants’ self-efficacy in STEAM
over an activity. Though as they are more open, they should be used with a small sample
compared to the sample of the questionnaires. However, as diaries are more demanding when
it comes to analyse participants’ answers, they do not include other elements such as awareness
or interest in STEAM or roles of STEAM in society as questionnaires do.
In this toolkit, we propose three possible diary models addressed to 10-14-year-old-kids, parents
and teacher/tutors/volunteers/experts. Diaries should be periodically written over the course
of an event in order to identify possible variations of participants’ beliefs regarding self-efficacy.
DIARY MODEL FOR PARTICIPANT PARENTS
- Name initials/Nickname
- Age/Date of birth:
- Date:
- Explain what you have done today in the space below
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- Explain how you felt before doing the activity, for example:
o How the volunteer/educator made you feel when he/she was explaining the
activity,
o If you felt you were capable of doing it (both at personal level and with your
kids, as a group family)
o Your willingness to do the proposed activity
o Your feelings related with topic being proposed
- Explain how you felt during the activity: did you had doubts? Did you feel capable
of doing the activity alone? Did you feel capable of being successful as a family
group? How did your kids make you feel?
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- Record the difficulties you had during the activity
- Record your best achievements during the activity individually and as a family
group
- Explain how you feel after the activity: Do you feel capable of doing something
similar again with your kids? Would you like to know more about what you have
done today? Would you like to know more about STEM?
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- After the activity, do you feel more, equal or less capable of doing STEAM
activities in family? Explain what did you make change your feelings?
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contained therein.
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